Our aim in this volume is to continue to develop a shared
language of integrative learning. However, we are not seeking to create or
impose a rigid taxonomy of the construct. Rather, through a series of case
studies, embedded in Schön’s (1995) “kind of action research,” we wish to
motivate reflective practitioner approaches to teaching, which, we hope, will
help to unfold praxes of integrative learning and intentional teaching for
integrative learning. Situating ourselves within the Scholarship of Teaching and
Learning (SoTL) and stimulated by our own editorial dialogues (framed through
the thinking of David Bohm, Jiddu Krishnamurti, and Thomas Merton), we
suspended attachment to our own understanding (individual and collective) of
integrative learning and instead asked our diverse contributors (including lecturers
across the disciplines and also tutors, students, those defined as
administrative support for faculty and stakeholders outside of academia) to use
“Mapping the Terrain” as a starting point for a dialogue. This required
reflective engagement with their teaching and their students’ learning. We
asked contributors to name the parts of their teaching narratives, uncovering
their praxis by examining the data within themselves and their transactional
and contextual teaching and learning environments (classroom, department,
faculty, etc.).